ALL GRADES. English Language Arts Checklist

Transcription

1 ALL GRADES English Language Arts Checklist N E W Y O R K S T A T E L E A R N I N G S T A N D A R D S

2 PRE K-1 English Language Arts Checklist N E W Y O R K S T A T E L E A R N I N G S T A N D A R D S

3 Standard 1 Pre K-1 Students will read, write, listen and speak for information and understanding A Reading Students will read a minimum of 25 books per year across all content areas and standards Locate and use classroom and library media center resources, with assistance, to acquire information Read informational texts with repetitive language and simple illustrations to begin to collect data, facts, and ideas Interpret information represented in pictures, illustrations, and simple charts and webs Recognize and interpret familiar signs and symbols from the environment; for example, labels on classroom furniture, equipment, and STOP signs Distinguish between texts with stories and texts with information Draw on prior experience to understand new data, facts and ideas Use a picture dictionary as resource for vocabulary Select books, with teacher assistance, to meet informational needs Distinguish between print and pictures Recognize the difference between letters and words Follow left to right and top to bottom direction when reading Locate parts of a book Recognize and identify letters of the alphabet Alphabetize high frequency words according to the first letter Distinguish the differences between vowels and consonants Use beginning and ending consonants as well as vowel sounds to identify words Recognize the different sounds that make up a word Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the singular and plural of frequently used words

4 Standard 1 Pre K-1 Students will read, write, listen and speak for information and understanding A Reading Recognize letter/sound correspondence (phonetic awareness) Recognize that words consist of a combination of sounds (phonemic awareness) Identifying rhyming words Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning Read aloud with expression and fluency Use computer software to support early reading development B Writing Students will write on a daily basis across all content areas and standards Copy words, phrases, and sentences from books, magazines, signs, charts, and own dictation Write own names on pictures, drawings, paintings, and written products Write data, facts, and ideas gathered from personal experiences Use graphics (for example, posters) to communicate information from personal experience Maintain, with teacher assistance, a portfolio of informational writings and drawings Create a drawing, picture, sign, or other graphic to represent a word or concept Follow left to right and top to bottom direction when writing Use spacing between letters and words when writing on a line Write recognizable upper- and lowercase letters in manuscript Capitalize proper names and the letter "I" Write letters of own first and last name

5 Standard 1 Pre K-1 Students will read, write, listen and speak for information and understanding B Writing Spell high frequency words correctly Use the singular and plural of high frequency words Put words together in sentence format Use beginning of sentence capitalization and end punctuation Use classroom resources (word walls, picture dictionaries, teachers, peers) to support the writing process Give and seek constructive feedback in order to improve writing Use computer software to support development of early writing skills C Listening Students will listen in order to: Acquire information from nonfiction text Identify words and sentences on a chart Follow directions involving a few steps Identify and respond to environmental sounds that provide information, such as a school bell or a fire alarm Identify similarities and differences in information about people, places, and events Listen respectively and responsively Attend to a listening activity for a specified period of time Avoid interrupting Respond with expression appropriate to what is heard

6 Standard 1 Pre K-1 Students will read, write, listen and speak for information and understanding D Speaking Students will speak on a daily basis Speak to share data, facts, and ideas in, for example: role play, group discussions, reports on classroom projects, field trips, etc Speak in order to: dictate information, report to others, connect personal experience information to information from nonfiction texts, retell several pieces of information in sequence, ask questions to clarify topics, directions, and/or classroom routines, responds verbally Use appropriate visual aids to illustrate a word or concept when speaking to share information Respond respectfully Use age-appropriate vocabulary Take turns speaking in a group Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio- and video tapes, and computer software Speak in complete sentences when required Stay on topic Speak audibly Speak with expression appropriate to the occasion

7 Standard 2 Pre K-1 Students will read, write, listen, and speak for literary response and expression A Reading Students will read a minimum of 25 books per year across all content areas Read books with limited text, repetitive language, and simple illustrations, such as: picture and concept books, poems and rhymes, dictated stories, beginning books, electronic books Comprehend, interpret, and respond to imaginative texts and performances Engage in prereading and reading activities in order to: select books, tapes, and poems based on personal choice/interest or teacher-selected criteria such as a theme/topic; make connections between personal experiences and stories read; connect a picture or illustration to a story; predict what might happen next in a story Engage in prereading and reading activities in order to: draw conclusions from a story, identify characters, settings, and events in a story; retell a story; distinguish between what is real and what is imaginary Dramatize or retell stories, using puppets, toys, and other props Distinguish between print and pictures Recognize the difference between letters and words Follow left to right and top to bottom direction when reading Locate parts of a book Recognize and identify letters of the alphabet Alphabetize high frequency words according to the first letter Distinguish the difference between vowels and consonants Use beginning and ending consonants as well as vowel sounds to identify words Recognize the different sounds that make up a word Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the singular and plural of frequently used words Recognize own name and the names of friends and family in print Recognize letter/sound correspondence (phonetic awareness)

8 Standard 2 Pre K-1 Students will read, write, listen, and speak for literary response and expression A Reading Recognize tat words consist of a combination of sounds (phonemic awareness) Identify rhyming words, monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning B Writing Students will write on a daily basis across all content areas and standards Write original imaginative texts: create a story with a beginning, middle and end, using pictures/drawings and some words, create poems or jungles, using pictures/drawings and some words Write in order to respond to text: express feelings about characters or events in one or more stories; describe characters, settings, or events; list a sequence of events in a story; retell a story, using words and pictures; identify the problem and solution in a simple story Maintain, with teacher assistance, a portfolio of writings and drawings in response to literature C Listening Students will listen on a daily basis Listen to comprehend, interpret, and respond to imaginative texts and performances, such as: storytelling and choral reading; group discussions of a story, song, rhyme, finger play, or poem; videotape presentations; puppet shows; dramatic productions Listen to imaginative texts and performances in order to: identify character, setting, plot; respond to vivid language; for example, nonsense words; identify specific people, places, and events; distinguish between a story and a poem Listen to imaginative texts and performances in order to: appreciate and enjoy literary works; match spoken words with pictures; recall sequence of events from a personal experience or story

9 Standard 2 Pre K-1 Students will read, write, listen, and speak for literary response and expression D Speaking Students will speak on a daily basis Speak in order to: interpret words of characters in stories Speak in order to: engage in conversations with adults and peers regarding pictures, books, and experiences Role play characters or events from stories Express feelings about a work of fiction or poetry Respond to stories, legends, and songs from different cultural and ethnic groups Compare stories from personal experience with stories heard or read Dictate stories with a beginning, middle and end Express the mood or emotion of a story by using a variety of words Describe the action of characters in a story Tell real or imaginative stories based on response to illustrations Retell familiar stories in a logical sequence Ask for clarification of events in a story Describe familiar persons, places, or objects Recite short poems, nursery rhymes, and finger plays

10 Standard 3 Pre K-1 Students will read, write, listen, and speak for critical analysis and evaluation A Reading Identify, explain, and evaluate ideas, Identify, explain, and evaluate ideas, themes, and experiences from texts and performances Utilize KWL process about a specific story, theme or topic Utilize illustrations to understand the content and to make predictions Make predictions Change the sequence of the story to create a different ending Compare a character in a story or article to a person with the same career or experience Form an opinion about the differences between events in a story and events in their own lives Evaluate and select books, poems, or tapes based on personal choice or teacher-selected criteria such as theme, topic, author, and illustrations Identify the characters in a story and what each contributes to the events of the story Recognize different plots in books by the same author Distinguish between real and imaginary stories Distinguish between print and pictures Recognize the difference between letters and words Follow left to right and top to bottom direction when reading Locate parts of a book Recognize and identify letters of the alphabet Alphabetize high frequency words according to the first letter Distinguish the difference between vowels and consonants Use beginning and ending consonants as well as vowel sounds to identify words Recognize the different sounds that make up a word

11 Standard 3 Pre K-1 Students will read, write, listen, and speak for critical analysis and evaluation A Reading Point to words in a text or on a chart when read aloud matching spoken word to print Recognize the singular and plural of frequently used words Recognize own name and the names of friends and family in print Recognize letter/sound correspondence (phonetic awareness) Recognize that words consist of a combination of sounds (phonemic awareness) Identify rhyming words Read aloud with expression and fluency Use computer software to support early reading development Monitor own reading by applying strategies such as sounding out of letters, using context, grammar, picture clues, and rereading to determine meaning B Writing Write to express opinions or judgments Create a drawing, picture, sign or other graphic to represent a word or concept Follow left to right and top to bottom direction when writing Use spacing between letters and words when writing on a line Capitalize proper names and the letter I Write letters of own first and last name Spell high frequency words correctly Use the singular and plural of high frequency words Put words together in sentence format Use beginning-of-sentence capitalization and end punctuation Use classroom resources (word walls, picture dictionaries, teachers, peers) to support the writing process

12 Standard 3 Pre K-1 Students will read, write, listen, and speak for critical analysis and evaluation B Writing Give and seek constructive feedback in order to improve writing Use computer software to support development of early writing skills Maintain, with teacher assistance, a portfolio of writings and drawings that reflect opinions and judgments C Listening Listen in order to form an opinion or judgment based on information or discussion Listen respectfully and responsively Attend to a listening activity for a specified period of time Avoid interrupting Respond with expression appropriate to what is heard D Speaking Speak in order to express opinions, share knowledge, etc Compare characters, settings, or events in two or more stories Express an opinion about the color, form, and style of illustrations Explain criteria for choosing a book Brainstorm to create an experience chart Explain why different characters may view the same action or event differently Compare and contrast events or characters in a story with own lives Compare and contrast different versions of the same story Respond respectfully Use age-appropriate vocabulary Take turns speaking in a group

13 Standard 3 Pre K-1 Students will read, write, listen, and speak for critical analysis and evaluation D Speaking Correct the pronunciation of words by using classroom resources, such as teachers, peers, audio-videotapes, and computer software Speak in complete sentences Stay on topic Speak audibly Speak with expression appropriate to the occasion

14 Standard 4 Pre K-1 Students will read, write, listen and speak for social interaction A Reading Students will read a minimum of 25 books per year across all content areas and standards Read a variety of material with limited text, repetitive language, and simple Illustrations on a daily basis, such as: text and pictures Morning messages Daily routine charts Experience charts Notes, cards, and letters Share reading experiences to establish, maintain, and enhance a personal relationship with peers or adults; for example, reading together silently or aloud Respect age, gender, and cultural traditions of the writer Recognize the vocabulary of social communication; for example, the language of salutations and closings B Writing Students will write on a daily basis across all content areas and standards Write the following to establish, maintain, and enhance personal relationships: letters of the alphabet; numbers; words and pictures; cards, notes, and letters; personal experience stories Share the process of writing with peers or adults; for example, write with a partner or in a cooperative group Respect the age, gender, and culture of the recipient Write friendly letters to others, using salutation and closing Maintain, with teacher assistance, a portfolio of writings and drawings for social interaction

15 Standard 4 Pre K-1 Students will read, write, listen and speak for social interaction C Listening Students will listen on a daily basis Listen to establish, maintain, and enhance personal relationships, for example: conversations; circle time, group discussions; parallel play; role play; shared reading and writing experiences Respect the age, gender, and culture of the speaker Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners Listen for the tone of voice and content that signal friendly communication D Speaking Students will speak on a daily basis Speak to establish, maintain, and enhance personal relationships in, for example: conversations, circle time, role play, shared reading and writing experiences Participate in small or large group storytelling, singing, and finger play in order to interact with classmates and adults in the classroom and school environment Share favorite anecdotes, riddles, and rhymes with peers and familiar adults Respect the age, gender, and interests of the listener Discuss the content of friendly notes, cards, letters, and personal narratives with a partner or in a small group to get to know the writer and each other

16 GR 2-4 English Language Arts Checklist N E W Y O R K S T A T E L E A R N I N G S T A N D A R D S

17 Standard 1 Gr 2-4 Students will read, write, listen and speak for information and understanding A Reading Students will read a minimum of 25 books across all content areas and standards Locate and use library media resources, with assistance, to acquire information Read unfamiliar texts independently to collect and interpret data, facts, and ideas Read and understand written directions Locate information in a text that is needed to solve a problem Identify main ideas and supporting details in informational texts Recognize and use organizational features of texts, such as table of contents, indexes, page numbers, and chapter headings/subheadings to locate information Relate data and facts from informational texts to prior information and experience Compare and contrast information on one topic from two different sources Identify a conclusion that summarizes the main idea Select books independently to meet informational needs Identify and interpret significant facts taken from maps, graphs, charts, and other visuals Use graphic organizers to record significant details from informational texts Identify purpose for reading Use letter-sound correspondence, knowledge of grammar, and overall context to determine meaning Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (root words, prefixes, and suffixes) Use self monitoring strategies, such as rereading and cross-checking Apply corrective strategies, using classroom resources such as teachers, peers, and reference tools

18 Standard 1 Gr 2-4 Students will read, write, listen and speak for information and understanding A Reading Recognize the difference between phrases and sentences Read with attention to sentence structure and punctuation, such as periods, question marks, and commas to assist in comprehension Engage in independent silent reading Recognize and discriminate among a variety of informational texts Locate the name of the author, illustrator, the title page, table of contents, index, and chapter headings Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources Read aloud at appropriate rate Read with increasing fluency and confidence from a variety of texts Maintain a personal reading list to reflect reading goals and accomplishments Use computer software to support reading B Writing Students will write an average of 1000 words per month across all content areas and standards Use at least two sources of information in writing a report Take notes to record data, facts, and ideas, both by following teacher direction and by writing independently State a main idea and support it with facts and details Use organizational patterns for expository writing, such as compare/contrast, cause/effect, and time/order Connect personal experiences and observations to new information from school subject areas Use dictionaries and/or computer software to spell words correctly Produce clear, well-organized, and well-developed explanations, reports, accounts, and directions that demonstrate understanding of a topic

19 Standard 1 Gr 2-4 Students will read, write, listen and speak for information and understanding B Writing Support interpretations and explanations with evidence from text Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/caregivers Begin to develop a voice in writing Spell frequently used words correctly Use basic punctuation correctly, such as commas, periods, exclamation points, and question marks Use correct verb tense and use varied vocabulary and sentence structure Write sentences in logical order and create paragraphs to develop ideas Use an organizational format that reflects a beginning, middle and end Develop an idea within a brief text Learn and use the "writing process" (prewriting, drafting, revising, proofreading) Use the revision strategies to develop writing, including conferring with teachers and peers, and cut and paste Determine the intended audience before writing Use legible print and/or cursive writing Use word processing C Listening Students will listen in order to: Acquire information and/or understand procedures Identify essential details Determine the sequence of the steps given Identify main ideas and supporting details Identify a conclusion that summarizes the main idea

20 Standard 1 Gr 2-4 Students will read, write, listen and speak for information and understanding C Listening Interpret information by drawing on prior knowledge and experience Collect information Listen respectfully and responsively Attend to a listening activity for an extended period of time Avoid interrupting Respond appropriately to what is heard D Speaking Students will speak in order to: Provide directions, express an opinion, ask questions, and summarize Provide a sequence of steps Describe a problem and suggest one or more solutions State a main idea with supporting examples and details Explain a line of reasoning Present a short oral report, using at least two sources of information, such as a person, a book, a magazine article, a television program, or electronic text Use complete sentences, age and content appropriate vocabulary Use logical order in presentations Respond respectfully Initiate communication with peers and familiar adults Use age-appropriate vocabulary and speak in grammatically correct sentences Use gestures appropriate to conveying meaning Establish eye contact to engage the audience and speak loudly enough to be heard by the audience

21 Standard 2 Gr 2-4 Students will read, write, listen, and speak for literary response and expression A Reading Students will read a minimum of 25 books per year across all content areas and standards Read and view imaginative texts and performances, such as: stories, poems and songs, folk tales and fables, plays, film and video productions, electronic books Select literature based on personal needs and interests from a variety of genres and by different authors Engage in purposeful oral reading in small and large groups Read print-based and electronic imaginative texts silently on a daily basis for enjoyment Recognize the differences among the genres of stories, poems, and plays Relate setting, plot, and characters in literature to own lives Explain the difference between fiction and nonfiction Use previous reading and life experiences to understand and compare literature Make predictions, and draw conclusions ind inferences about events and characters Identify cultural influences in texts and performances Recognize the value of illustrations in imaginative text Maintain a personal reading list to reflect reading accomplishments and goals Use specific evidence from stories to identify themes; describe characters, their actions and motivations; and relate sequence of events Use knowledge of story structure, story elements, and key vocabulary to interpret stories Use graphic organizers to record significant details about characters and events in stories

22 Standard 2 Gr 2-4 Students will read, write, listen, and speak for literary response and expression B Writing Students will write an average of 1000 words per month across all content areas and standards Write original imaginative texts, such as: stories, poems and songs, plays Create characters, simple plot and setting Use rhythm and rhyme to create short poems and songs Use dialogue to create short plays Use vivid and playful language Use descriptive language to create an image Write interpretive and responsive essays in order to, for example: identify title, author, and illustrator Describe literary elements such as plot, setting, characters Describe themes of imaginative texts Express a personal response to literature Compare and contrast elements of text Produce clear, well-organized responses to stories read or listened to, supporting the understanding of themes, characters, and events with details from story Produce imaginative stories and personal narratives that show insight, development, organization, and effective language Use resources such as personal experiences and themes from other texts and performances to stimulate own writing Use a computer to create, respond to, and interpret imaginative texts Maintain a portfolio that includes imaginative and interpretive writing as a method of reviewing work with teachers and parents/caregivers Spell frequently used words correctly Use basic punctuation correctly Use correct verb tense

23 Standard 2 Gr 2-4 Students will read, write, listen, and speak for literary response and expression B Writing Use specific vocabulary and varied sentence structure Write sentences in logical order to develop ideas and create paragraphs Use an organizational format that reflects a beginning, middle, and end C Listening Students will listen on a daily basis Listen to comprehend, interpret, and respond to imaginative texts and performances, such as: stories, poems and songs, folk tales and fables, plays, films and video productions Listen in order to: identify elements of character, plot, and setting to understand author s message or intent Connect imaginative texts to previous reading and life experiences to enhance understanding and appreciation Identify author s use of rhythm, repetition, and rhyme Compare and contrast ideas of others to own ideas Use note taking and webbing strategies to organize information and ideas recalled from stories read aloud Listen respectfully and responsively for an extended period of time Avoid interrupting Respond appropriately to what is heard D Speaking Students will speak on a daily basis Speak to present interpretations and responses to imaginative texts in, for example: class and group discussions, role play and creative drama, conferences with teacher, and book reviews Speak in order to: present original works such as stories, poems, and plays to classmates

24 Standard 2 Gr 2-4 Students will read, write, listen, and speak for literary response and expression D Speaking Give book reviews Describe characters, setting, plot Make inferences and draw conclusions Compare imaginative texts and performances to personal experiences and prior knowledge Explain cultural and ethnic features in imaginative texts Ask questions to clarify and interpret imaginative texts and performances Discuss themes of imaginative texts Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentations Respond respectfully Initiate communication with peers and familiar adults Use gestures appropriate to conveying meaning Establish eye contact to engage the audience Speak loudly enough to be heard by the audience

25 Standard 3 Gr 2-4 Students will read, write, listen, and speak for critical analysis and evaluation A Reading Students will read to analyze and evaluate information, ideas and experiences Evaluate content in order to identify the author s purpose Evaluate important and unimportant details Whether events, actions, character, and/or settings are realistic Compare and contrast characters, plot, and setting in two literary works Analyze ideas and information based on prior knowledge and personal experience Recognize how language and illustrations are used to persuade in printed and filmed advertisements and texts such as letters to the editor Judge truthfulness or accuracy of content with assistance from teachers/caregivers in order to gather facts and form opinions Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience Identify purpose for reading Use letter/sound correspondence, knowledge of grammar, and overall context to determine meaning Use decoding strategies (sounding out words, comparing similar words, breaking words into smaller words, looking for word parts) Use self-monitoring strategies, such as rereading and cross-checking Apply corrective strategies, using classroom resources such as teachers, peers, and reference tools Recognize the difference between phrases and sentences Read with attention to sentence structure and punctuation to assist in comprehension Engage in independent silent reading Locate the name of the author, illustrator, the title page, table of contents, index and chapter headings Recognize and discriminate among a variety of informational texts

26 Standard 3 Gr 2-4 Students will read, write, listen, and speak for critical analysis and evaluation A Reading Determine the meaning of unfamiliar words by using context clues, dictionaries and other classroom resources Read aloud at appropriate rate Read with increasing fluency and confidence from a variety of texts Maintain a personal reading list to reflect reading goals and accomplishments Use computer software to support reading B Writing Students will write an average of 1000 words per month across all content areas using various formats (persuasive essays, editorials for school newspapers, movie and book reviews, reports and essays and advertisements) Use prewriting tools such as semantic webs and concept maps State a main idea, theme, or opinion and provide supporting details from the text Use relevant examples, reasons, and explanations to support ideas Express opinions and make judgments that demonstrate a personal point of view Use personal experiences and knowledge to analyze and evaluate new ideas Analyze and evaluate the author s use of setting, plot, character, rhyme, rhythm, and language in written and visual text Create an advertisement, using words and pictures, in order to illustrate an opinion about a product Use effective vocabulary in persuasive and expository writing Use details from stories or informational texts to predict, explain, or show relationships between information and events Use ideas from two or more sources of information to generalize about causes, effects, or other relationships Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers/caregivers

27 Standard 3 Gr 2-4 Students will read, write, listen, and speak for critical analysis and evaluation B Writing Begin to develop a voice in writing Spell frequently used words correctly Use basic punctuation correctly Use correct verb tense Use specific vocabulary and varied sentence structure Write sentences in logical order to develop ideas and create paragraphs Use an organizational format that reflect a beginning, middle and end Develop an idea within a brief text Learn and use the writing process (prewriting, drafting, revising, proof-reading) Use revision strategies to develop writing, including conferring with teachers and peers, and cut and paste Determine the intended audience before writing Use legible print and/or cursive writing Use word processing C Listening Students will listen on a daily basis in order to analyze and evaluate ideas Distinguish between information in media texts (live news coverage, fictional material in dramatic productions) Form a personal opinion about the quality of read aloud texts Recognize the perspectives of others Form an opinion about the message of advertisements based on the language Distinguish between fact and opinion Evaluate the speaker s style of delivery by using criteria such as volume and tone of voice

28 Standard 3 Gr 2-4 Students will read, write, listen, and speak for critical analysis and evaluation C Listening Listen respectfully and responsively Attend to a listening activity for an extended period of time Avoid interrupting Respond appropriately to what is heard D Speaking Students will speak on a daily basis in order to express opinions and judgments (class or group discussions, role plays, conferences with teacher, book reviews, presentations) Explain the reasons for a character s actions, considering both the situation and the motivation of the character Express an opinion or judgment about a character, setting, plot Discuss the impact of vocabulary, format, illustrations, and titles in evaluating ideas, information and experiences Express an opinion or judgment about school or community issues Use personal experience and knowledge to analyze and evaluate new ideas Express an opinion about the accuracy and truthfulness of the content of literary works, editorials, reviews and advertisements supported by the text Role play to communicate an interpretation or evaluation of real or imaginary people or events Ask and respond to questions Use appropriate eye contact and gestures in presentations and responses Speak with appropriate rate and volume for the audience Take turns speaking in a group Respond respectfully Initiate communication with peers and familiar adults Use age-appropriate vocabulary

29 Standard 3 Gr 2-4 Students will read, write, listen, and speak for critical analysis and evaluation D Speaking Speak in grammatically correct sentences Use gestures appropriate to conveying sentences Establish eye contact to engage audience Speak loudly enough to be heard by the audience

30 Standard 4 Gr 2-4 Students will read, write, listen and speak for social interaction A Reading Students will read a minimum of 25 books per year across all content areas Read the following to establish, maintain, and enhance personal relationships: friendly letters, notes, cards, and messages; published diaries and journals Share reading experiences to build relationships with peers, adults; for example, reading together silently or aloud Respect the age, gender, position, and cultural traditions of the writer Recognize the types of language appropriate to social communication; for example, informal vocabulary and jargon B Writing Students will write an average of 1000 words per month across all content areas and standards Write the following to establish, maintain, and enhance personal relationships: Friendly letters, notes, and cards to friends, relatives, and pen pals; personal journals Share the process of writing for social communication with peers and adults; for example, write with a partner Respect age, gender, position, and cultural traditions of the recipient when writing for social communication Develop a personal voice that enables the reader to get to know the writer Use the tone, vocabulary, and sentence structure of informal conversation Maintain a portfolio that includes writing for social interaction as a method or reviewing work with teachers and parents/caregivers

31 Standard 4 Gr 2-4 Students will read, write, listen and speak for social interaction C Listening Students will listen on a daily basis Listen to establish, maintain, and enhance personal relationships in, for example: class and group discussions; conferences with teacher; role play Respect the age, gender, position, and culture of the speaker Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners Listen for the tone of voice and content that signal friendly communication D Speaking Students will speak on a daily basis Speak to establish, maintain, and enhance personal relationships in, for example: informal conversations with peers and familiar adults, small group discussions, conferences with teacher Respect age, gender, position, and cultural traditions of the listener when speaking Discuss the content of friendly notes, cards, letters, and personal narrative with a partner or small group in order to get to know the writer and each other Avoid interrupting in social conversation

32 GR 5-6 English Language Arts Checklist N E W Y O R K S T A T E L E A R N I N G S T A N D A R D S

33 Standard 1 Gr 5-6 Students will read, write, listen and speak for information and understanding A Reading Students will read a minimum of 25 books per year across all content areas and standards Locate and use school and public library resources, with some direction, to acquire information Use table of contents and indexes to locate information Read to collect and interpret data, facts, and ideas Read the steps of a procedure in order to accomplish a task, for example, complete a science experiment or install software Skim materials to gain an overview of content or locate specific information Use text features such as headings, captions, and titles, to understand and interpret informational text Recognize organizational formats to aid in comprehension of informational text Identify missing information and irrelevant information Distinguish between fact and opinion and identify information that is implied rather than stated Compare and contrast information about one topic from different sources Recognize how new information is related to prior knowledge or experience Identify purpose of reading and adjust reading rate accordingly Use word recognition and context clues to read fluently Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary Identify signal words that provide clues to organizational formats such as time order (finally or in addition) Use knowledge of punctuation to assist in comprehension Apply corrective strategies to assist in comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers) Read aloud, using inflection and intonation appropriate to text and audience Maintain a personal reading list to reflect reading goals and accomplishments

34 Standard 1 Gr 5-6 Students will read, write, listen and speak for information and understanding B Writing Students will write an average of 1000 words per month across all content areas and standards Use at least three sources of information with appropriate citations to develop reports Take notes to record and organize relevant data, facts, and ideas State a main idea and support it with details and examples Compare and contrast ideas and information among two or three sources Write labels or captions for graphics such as charts, maps, graphs, and diagrams used to convey information Adopt an organizational format such as chronological order that is appropriate for informational writing Use paragraphing to organize ideas and information Maintain a portfolio that includes informational writing Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings Determine the intended audience before writing Use tone and language appropriate for audience and purpose Use prewriting activities; for example, brainstorming, free writing, note taking, and outlining Use the "writing process" (prewriting, drafting, revising, proofreading, and editing) Use teacher conferences and peer review to revise written work Observe rules of punctuation, capitalization, and spelling and use correct grammatical construction Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand Use dictionaries, thesauruses, and style manuals Use word processing skills

35 Standard 1 Gr 5-6 Students will read, write, listen and speak for information and understanding C Listening Students will listen on a daily basis Listen to interpret data, facts, and ideas in, for example: short lectures, class discussions, interviews, presentations, multimedia presentations and newscasts Listen in order to: follow instructions, identify essential details for note taking, distinguish between fact and opinion, identify information that is implicit rather than stated, connect new information to prior knowledge or experience Listen respectfully and responsively Identify own purpose for listening Recognize content specific vocabulary or terminology Listen for unfamiliar words and learn their meaning D Speaking Students will speak on a daily basis Speak to share data, facts, and ideas in for example: small and large group class discussions, presentations to classmates and other students, school assemblies Speak in order to: ask probing questions; interview peers; share information from personal experience; share information from a variety of texts; synthesize and paraphrase information; state a main idea and support it with facts, details, and examples; compare and contrast information; make connections between sources of information Present reports of five to seven minutes for teachers and peers on topics related to all school subjects Summarize main points as part of the conclusion Use notes or outlines appropriate to the presentation Respond respectfully Initiate communication with peers, teachers, and others in the school community Use language and grammar appropriate to purpose for speaking

36 Standard 1 Gr 5-6 Students will read, write, listen and speak for information and understanding D Speaking Use facial expressions and gestures which enhance communication Establish eye contact during presentations and group discussions Use audible voice and pacing appropriate to content and audience Use visual aids to support the presentation

37 Standard 2 Gr 5-6 Students will read, write, listen, and speak for literary response and expression A Reading Students will read a minimum of 25 books per year across all content areas and standards Read, view, and interpret texts from a variety of genres Define the characteristics of different genres Select imaginative text based on personal needs and interests and read silently for enjoyment for extended periods Read aloud from a variety of genres, for example, read the lines of a play or recite a poem Recognize that the same story can be told in different genres; for example, novel, poem, or play Identify literary elements (setting, plot, character, rhythm, and rhyme) of different genres Recognize how the author uses devices such as simile, metaphor, and personification to create meaning Recognize how authors treat similar themes Identify the ways in which characters change and develop throughout a story Compare characters in literature to people in own lives B Writing Students will write an average of 1000 words per month across all content areas and standards Write original imaginative texts, such as: stories, poems and songs, plays Use organizing structures such as stanzas, chapters, scenes, and verses Create a lead that attracts the reader s interest Provide a title that interests the readers Develop characters, create a setting, and establish a plot Use examples of literary devices such as rhythm, rhyme, simile, and personification Establish consistent point of view; for example, first or third person

38 Standard 2 Gr 5-6 Students will read, write, listen, and speak for literary response and expression B Writing Use vocabulary to create a desired effect Write interpretive essays, in order to :summarize the plot Describe the characters and how they change Describe the setting and recognize its importance to the story Draw a conclusion about the work Interpret the impact of literary devices such as simile and personification Recognize the impact of rhythm and rhyme Respond to literature, connecting the response to personal experience Use resources such as personal experience and themes from other texts and performances to plan and create imaginative text Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings Determine the intended audience before writing C Listening Students will listen on a daily basis Listen in order to: distinguish different genre, such as story, biography, poem, or play Identify characters motivation Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme is presentation of imaginative texts and determine their impact on meaning Use personal experience and prior knowledge to interpret and respond to imaginative texts and performances Identify cultural and historical influences in texts and performances

39 Standard 2 Gr 5-6 Students will read, write, listen, and speak for literary response and expression D Speaking Students will speak on a daily basis Speak to present interpretations and responses to imaginative texts in, for example: class and small group discussions, formal presentations to classmates, group and individual conferences with teachers, school assemblies Speak in order to present original works such as stories, poems, and plays to adults and peers Share book reviews Summarize the plot, describe motivation of characters, and explain the importance of setting Connect a personal response to literature to prior experience or knowledge Recognize the importance of cultural, ethnic, and historical characteristics in texts and performances Ask questions and respond to questions for clarification Use notes or outlines appropriately in presentations Initiate communication with peers, teachers, and others in the school setting Use language and grammar appropriate to the purpose for speaking Use facial expressions and gestures which enhance communication Establish eye contact during presentations and group discussions Use audible voice Use visual aids to support the presentation Respond respectfully

40 Standard 3 Gr 5-6 Students will read, write, listen, and speak for critical analysis and evaluation A Reading Students will read a minimum of 25 books or the equivalent per year across all content areas and standard in order to analyze and evaluate information; examples of text: fiction and non-fiction books, scientific and historical essays, newspapers and magazines, advertisements and electronic sources Evaluate text by identifying central idea and supporting details Evaluate text by identifying primary and secondary details Identify precise and vague language Identify statements of fact, opinion, and exaggeration Identify missing or unclear information Use established personal criteria to analyze and evaluate the quality of ideas and information in text Identify different perspectives (such as social, cultural, ethnic, historical) on an issue presented in more than one text) Recognize how one s own point of view contributes to forming an opinion about information and ideas Identify purpose of reading Adjust reading rate according to purpose for reading Use word recognition and context clues to read fluently Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary Identify signal words (finally or in addition to) that provide clues to organization formats such as time order Use knowledge of punctuation to assist in comprehension Apply corrective strategies to assist in comprehension (reading, discussion with teacher, peers or caregivers) Read aloud, using inflection and intonation appropriate to text read and audience Maintain a personal reading list to reflect reading goals and accomplishments

41 Standard 3 Gr 5-6 Students will read, write, listen, and speak for critical analysis and evaluation B Writing Students will write an average of 1000 words per month across all content areas and standards; A. Writing Students will write an average of 1000 words per Use strategies such as note taking, semantic webbing, mapping, and outlining to plan and organize writing Use supporting evidence from text to evaluate ideas, information, themes, or experiences Analyze the impact of an event or issue from personal, peer group, and school community Analyze literary elements in order to evaluate the quality of ideas and information in text Use information and ideas from other subject areas and personal experiences to form and express opinions and judgments Adopt an organizational format appropriate for critical analysis and evaluation such as compare/contrast Use precise vocabulary in writing analysis and evaluation Maintain a writing portfolio that includes writing for critical analysis and evaluation Understand the purpose for writing (to explain, describe, narrate, persuade, and express feelings) Determine the intended audience before writing Use tone and language appropriate for audience and purpose Use pre-writing activities (brainstorming, free writing, note taking, and outlining) Use the writing process (prewriting, drafting, revising, proofreading, and editing) Use teacher conferences and peer review to revise written work Observe rules of punctuation, capitalization (simple and compound sentences, dialogue, titles), and spelling Use correct grammatical construction involving nouns examples of written pieces can include expository essays, persuasive texts, movie and book reviews and month advertisements across all content areas and standards; examplesof

42 Standard 3 Gr 5-6 Students will read, write, listen, and speak for critical analysis and evaluation B Writing Use correct grammatical construction involving adjectives Use correct grammatical construction involving adverbs (comparative and superlative) Use correct grammatical construction involving pronouns (nominative and objective) Use correct grammatical construction involving conjunctions (coordinating and subordinating) Use correct grammatical construction involving prepositions, prepositional phrases and interjections Correctly write complete simple, compound and complex sentences Use signal words to provide clues to the organizational format (for example, in addition, finally, as a result, similarly, and on the other hand) Use dictionaries, thesauruses and style manuals Use word processing skills C Listening Students will listen on a daily basis for the purpose of establishing, maintaining and enhancing personal relationships (ie Small and large group discussions, conversations, and conferences with the teacher) Respect the age, gender, position, and cultural traditions of the speaker Recognize friendly communication based on volume, tone, and rate of speaker s voice Recognize that social communication may include informal language such as jargon and colloquialisms Recognize the meaning of speaker s nonverbal cues Listen respectfully and responsively Identify own purpose for listening Recognize content-specific vocabulary or terminology Listen for unfamiliar words and learn their meaning